Robots Make Computer Science Fun Again

July 19, 2010

Robots Make Computer Science Fun Again

Students who program robots are more likely to stick with their computer science curriculum.

The
long-term trend for interest in computer science at the university level is
relatively bleak. As the graph at above makes apparent,
interest has declined precipitously since the 2001 bursting
of the dot-com bubble, leading to something of an existential
crisis in the field of computer science instruction.

The
latest survey on the subject, which charts 2007-08 data, showed a widely-reported up-tick in enrollment of 8
percent, which is great for a year-on-year change, but neglects the long-term trend.

One
has to wonder whether it’s the very ubiquity of computers that has made them
uninteresting to students–note the spike of interest in the early 80’s,
when the advent of personal computers slaked a pent-up demand for access to the
instruments that everyone believed would define the future.

Robots,
in contrast, are still rare in our everyday lives–plus, they’re the
furthest thing from remote and abstract. So goes the reasoning behind a new
effort to get them into classrooms, described earlier this month in a paper by Tom Lauwers and Illah Nourbakhsh, in
which they unveiled the Finch.

The
Finch is cheap, simple and avoids the major complexifying factor most previous
efforts to add robots to computer science have encountered: namely, robots
break, and debugging physical objects is a headache students don’t need.

The
results were profound: retention rates for the 2009 computer science classes in
which the Finch was used (shown below, in red) increased by 25 percent.

And
why not? The Finch sounds like exactly the kind of Maker project everyone’s
inner geek cries out for:

The
Finch can express motion through a differential drive system, light through a
color- programmable LED, and sound through a beeper and using computer
speakers. Similarly, it can sense light levels through two photoresistors,
temperature through a thermistor, distance traveled through two wheel
encoders, obstacles placed in front of it, and its orientation in three dimensional
space through an accelerometer […] In addition to these hardware-based capabilities, the
accompanying software allows students to easily have the Finch speak or play
songs over computer speakers, read real-time data from internet RSS feeds, and
react to video from computer webcams.